Tennessee House Bill HB0962

Tennessee 2023-2024 Regular Session

• Introduced: 1/30/23
• Refer: 2/2/23
• Refer: 3/28/23
• Refer: 4/5/23
• Chaptered: 5/3/23
• Passed: 5/3/23

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to secondary education.

Impact

The enactment of HB 0962 has significant implications for educational policy in Tennessee. By allowing credit to be earned through examination rather than enrollment alone, the bill aims to cater to diverse student needs and encourage academic proficiency in essential subject areas, including mathematics, English, sciences, and social studies. High credits accrued under this new provision would count towards graduation requirements, aligning educational outcomes with student achievements in real-time rather than through traditional classroom participation alone. This policy change could facilitate increased student engagement and motivation as they navigate their educational paths.

Summary

House Bill 0962 aims to amend the Tennessee Code Annotated concerning secondary education by allowing Local Education Agencies (LEAs) or public charter schools to grant high school credit for eligible courses that a student takes at their school, even if they are not enrolled in that particular course. This bill introduces a framework for credit exams, enabling students to achieve a qualifying score on a comprehensive assessment aligned with Tennessee academic standards, thereby awarding credit for the course. Such measures are designed to increase flexibility and access to various subjects for students across the state, particularly in grades nine through twelve (9-12).

Sentiment

The sentiment around HB 0962 appears largely supportive among education stakeholders who advocate for greater access and equity in educational opportunities. Many proponents argue that the bill will empower students, allowing them to pursue knowledge in subjects of interest and demonstrate competence without being limited by their school's course offerings. However, there are concerns regarding equitable access to credit exams and how this policy could impact the implementation of curriculum standards across diverse schools, especially those in underfunded areas.

Contention

Notable points of contention surrounding HB 0962 center on the execution of the credit exam policy. Questions have been raised about the establishment of qualifying scores, the quality and fairness of the exams, and the potential for disparities in resources among LEAs and charter schools. Additionally, critics caution that while the intention of increasing flexibility in education is commendable, careful consideration must be given to ensure that the policy does not inadvertently widen the gap for students in under-resourced districts, failing to provide them with equal opportunities to succeed academically.